ISBN: Ostalo
Godina izdanja: 1950
Jezik: Srpski
Autor: Strani

DŽON LOK

MISLI O VASPITANJU

Prevod - Milorad Vailić

Izdavač - Znanje, Beograd

Godina - 1950

198 strana

21 cm

Edicija - Pedagoška biblioteka

Povez - Broširan

Stanje - Kao na slici, tekst bez podvlačenja



SADRŽAJ:
Posveta Edvardu Klarku od Čiplija
O zdravlju
Misli o vaspitanju
Obrazovanje duha
Što manje pravila
O ponašanju kod dece
O potrebnim osobinama vaspitača
O prijateljstvu roditelja i dece
O disciplini
O nagradi i kazni
O samovolji kod dece
O nagradama
O plašljivosti kod dece
O svireposti kod dece
O radoznalosti kod dece
O lenosti kod dece
O igračkama za decu
O laganju kod dece
O dobrom vaspitanju
O učenju i nastavi
O vrlini
O mudrosti
O veštinama
O knjigovodstvu
O putovanju
Napomene


`Of Locke`s major claims in the Essay Concerning Human Understanding and Some Thoughts Concerning Education, two played a defining role in eighteenth-century educational theory. The first is that education makes the man; as Locke writes at the opening of his treatise, `I think I may say that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education.`In making this claim, Locke was arguing against both the Augustinian view of man, which grounds its conception of humanity in original sin, and the Cartesian position, which holds that man innately knows basic logical propositions. In his Essay Locke posits an `empty` mind—a tabula rasa—that is `filled` by experience. In describing the mind in these terms, Locke was drawing on Plato`s Theatetus, which suggests that the mind is like a `wax tablet`. Although Locke argued strenuously for the tabula rasa theory of mind, he nevertheless did believe in innate talents and interests. For example, he advises parents to watch their children carefully to discover their `aptitudes,` and to nurture their children`s own interests rather than force them to participate in activities which they dislike—`he, therefore, that is about children should well study their natures and aptitudes and see, by often trials, what turn they easily take and what becomes them, observe what their native stock is, how it may be improved, and what it is fit for.`

Locke also discusses a theory of the self. He writes: `the little and almost insensible impressions on our tender infancies have very important and lasting consequences.` That is, the `associations of ideas` made when young are more significant than those made when mature because they are the foundation of the self—they mark the tabula rasa. In the Essay, in which he first introduces the theory of the association of ideas, Locke warns against letting `a foolish maid` convince a child that `goblins and sprites` are associated with the darkness, for `darkness shall ever afterwards bring with it those frightful ideas, and they shall be so joined, that he can no more bear the one than the other.`

Locke`s emphasis on the role of experience in the formation of the mind and his concern with false associations of ideas has led many to characterise his theory of mind as passive rather than active, but as Nicholas Jolley, in his introduction to Locke`s philosophical theory, points out, this is `one of the most curious misconceptions about Locke.` As both he and Tarcov highlight, Locke`s writings are full of directives to seek out knowledge actively and reflect on received opinion; in fact, this was the essence of Locke`s challenge to innatism.`



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John Lock Some Thoughts Concerning Education